The Role of Educational Psychology 
                
               Why educational psychology? 
                
               We are experts in helping people solve complex, persistent problems that interfere with a 
               young person’s learning. 
                
               Educational psychologists have a minimum of six years’ university education. All 
               educational psychologists have at least a Master’s degree, and most have additional 
               qualifications and experience. We are all registered with the New Zealand Psychologists 
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               Board  and required to maintain a high standard of ethical practice  with regular supervision 
               and yearly audit of our practice. 
                
               How can we help you? 
                
               We understand the learner in natural settings 
               Educational psychologists look at what is happening for the child as a whole person. We 
               work anywhere that learning takes place. That includes early childhood, primary, secondary 
               and tertiary education, but also family homes, marae, workplaces and many community 
               organisations. In this way, we gain a comprehensive view of the different settings in which a 
               young person is living.  
               We support those who are often the most disadvantaged and have a special concern for 
               the wellbeing and learning of Māori and Pasifika. 
                
               We help people solve their own problems 
                
               Educational psychologists help people understand situations differently so they can resolve 
               their problems. 
               We often take the lead in facilitating meetings with a variety of professionals in multi-
               disciplinary teams, as well as with children, whānau and caregivers. This allows us to elicit 
               the expertise of others. Educational psychologists are trained in listening and managing 
               conflict, and are especially skilled at getting everyone to participate and contribute to a 
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               successful outcome.  
                
                 The parents and teaching team at a school planning meeting were at a loss how to help of a 9 year old boy 
                 learn to read, despite delivering a very intensive sight recognition and phonics programme. Parents were 
                 open about their inability to read but wanted better for their son. An assessment from the educational 
                 psychologist confirmed that he had a baseline reading age of approximately 6 years and there was no 
                 evidence of any language or intellectual impairment. A joint paired reading programme was devised to be 
                 monitored by school staff and delivered by a neighbour at the parent’s suggestion. He was reassessed by the 
                 educational psychologist 6 months later and the boy was now reading at the level expected for a 9 year old.                        
                  
                                                       
               1
                New Zealand Psychologists Board. (2015). Scopes of Practice and Qualifications for Psychologists Registered under the Health Practitioners 
                        Competence Assurance Act 2003. Retrieved from http://www.psychologistsboard.org.nz/scopes-of-practice2 
               2
                Code of Ethics Review Group. (2012). Code of Ethics for Psychologists Working in Aotearoa/New Zealand. Retrieved from 
                        http://www.psychologistsboard.org.nz/cms_show_download.php?id=237 
               3
                Miller, A. (2003). Teachers, Parents and Classroom Behaviour: A Psychosocial Approach: Open University Press. 
                
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              We look for patterns 
               
              Educational psychologists use a variety of quantitative and qualitative tools including 
              observations, interviews and assessments such as cognitive or attainment tests, to 
              understand what is going on in the child’s life. This way we gather comprehensive, diverse 
              perspectives to identify patterns. We analyse all the information we gather to design a 
              support plan using: 
                      •   best available research evidence 
                      •   characteristics, values and context of the young person, their whānau and educational 
                          environment, and  
                      •   our practitioner knowledge and professional judgement.  
               
              We help in crises 
               
              Educational psychologists help resolve high risk situations quickly, e.g. a teacher threatened 
              by a pupil with a knife; a young person abused in school; advice as part of a traumatic 
              incident team after a suicide; a young person with autism who is biting. 
               
                Tama is a five year old boy who was diagnosed with post-traumatic stress and attachment disorder.  School 
                staff did not feel able to meet his needs and they were challenged by some of Tama’s behaviour when he 
                started school. Tama frequently hit other children, ran away from the classroom and climbed the roof and 
                trees in order to escape. Tama’s family were suspicious of the school and did not feel that anyone 
                understood their needs. The educational psychologist offered training for the class teacher and the staff 
                team on attachment and nurture, embedding positive expectations, routines, social skills lessons and 
                acknowledgements in class. The educational psychologist also worked directly with Tama to improve his 
                perceptions of himself and others so he could be included within his school.                                              
                 
              We help prevent difficulties 
               
              Educational psychologists have extensive research training. We are well placed to design 
              preventative programmes because of our research and evaluation skills, and knowledge of 
              the New Zealand education system. Many of us have additional training in therapeutic 
              approaches, counselling skills and organisational psychology. Where we are able to respond 
              quickly, early in the life cycle of the person or in the life of the problem we can reduce risk, 
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              create savings to free up resources for others.  
               
                The educational psychologist provided Early Intervention services for a young child who had long periods of 
                glue ear during the first three years of his life. His whānau’s priority was to teach their tamaiti to listen and 
                co-operate. They also requested assistance to access a range of health services and iwi social services. His 
                teaching team were concerned about his unsafe behaviour. The educational psychologist worked 
                collaboratively with the whānau and his teaching team to plan, implement and review plans, monitor and 
                celebrate his progress at home, at his early childhood centre and at school.                                              
                 
              This document was developed by field and academic staff in cooperation with the New Zealand Psychological Society and the Institute for 
              Educational and Developmental Psychology (version 31 October 2016). 
                                                      
              4 The New Zealand Productivity Commission. (2015). More effective social services. Retrieved from 
                       www.productivity.govt.nz/sites/default/files/social-services-final-report-main.pdf 
               
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